Deepening the Pool

印第安纳州布卢明顿大学（IUB）正在使用诺伊斯津贴和奖学金，以解决高素质的数学教师短缺的高需求印第安纳州地区。中学过渡到教学计划（ST-to-T），一个为期一年的，全日制，大量的实地为基础，研究生水平的认证计划，是授予津贴21名大学毕业生在三年以上的数学学士学位。该项目还利用诺伊斯奖学金招募12名本科数学专业的学生，通过在三个教育区块的集中学习来获得教师认证，其中包括两个学期的教育课程和实地考察，最终是全日制学生教学学期。有两个本科生组的六名学生，每个支持两年的学习。这两个教师教育计划都以强大的数学准备，尖端的教学法，6-12年级学校环境中多样化的校本实地经验以及反映探究式学习和教学的教育研究为基础。招聘战略包括提供数学衔接课程，将大学数学与中学课程联系起来。诺伊斯学者正在准备在高需求的学校担任领导者，使用技术和探究为基础的方法，在所有中学水平的数学教学。为了建立一种社区意识，该项目正在组织一次年度小型会议，由数学家和数学教育工作者、优秀中学教师和诺伊斯学者（现任和前任，返回教师）发表演讲。在学生教学期间和头两年的教学中，通过远程技术指导提供专业支助。IUB的评价和教育政策中心正在实施一项以研究为基础的战略，以评价项目工作的有效性。 目前正在制定战略，使该方案制度化，并广泛传播研究结果。

Indiana University at Bloomington (IUB) is using Noyce stipends and scholarships to address the shortage of highly qualified mathematics teachers in high-need Indiana districts. The Secondary Transition to Teaching Program (ST-to-T), a one-year, full-time, heavily field-based, graduate-level certification program, is awarding stipends to 21 college graduates with baccalaureate degrees in mathematics over three years. The project is also using Noyce scholarships to recruit 12 undergraduate mathematics majors to pursue teacher certification through focused study in three education blocks that include education courses and field work for two semesters, with a culminating full-time student teaching semester. There are two undergraduate cohorts of six students, each supported for two years of study. Both teacher education programs are grounded in strong mathematics preparation, cutting edge pedagogy, diverse school-based field experiences in grade 6-12 school environments, and educational research reflecting inquiry-based learning and teaching. Recruitment strategies include offering mathematics linking courses that connect college-level mathematics to the secondary school curriculum. Noyce scholars are being prepared to serve as leaders in high-need schools, using technology and inquiry-based approaches to mathematics teaching at all secondary-school levels. To build a sense of community, the project is organizing an annual mini-conference involving presentations by mathematicians and mathematics educators, outstanding secondary teachers, and Noyce scholars (both current and past, returning as teachers). Professional support is provided through distance technology mentoring during student teaching and into the first two years of teaching. IUB's Center for Evaluation and Education Policy is implementing a research-based strategy to evaluate the effectiveness of project efforts. Strategies are being developed for institutionalizing the program and for disseminating findings broadly.